A Longitudinal Mixed-Methods Study of IPE Students\u27 Perceptions of Health Profession Groups: Revisiting the Contact Hypothesis

Abstract Despite the increasing momentum and integration of Interprofessional Education (IPE) programs into various health professions curriculum, the findings of previous research are mixed regarding the impact these programs have on dismantling or even stifling students’ negative stereotypes of health professions. Of those studies that find “positive” shifts in students’ perceptions, elements of the Contact Hypothesis are frequently employed to support these apparent shifts. However, there is often little to no attention paid to how intergroup contact within IPE programs actually impacts students’ stereotypes. To examine if students’ attitudes towards other health professions shifted following participation in an IPE program 528 students from six different health profession training programs completed the Student Stereotypes Rating Questionnaire (SSRQ) assessing their perceptions/stereotypes of their own and other health professions at the beginning and end of a two-year IPE program. Following the finding that students’ attitudes did indeed positively shift, interviews with 20 students were analyzed to explore how contact within the program may have impacted their perceptions. The findings lend support for the Contact Hypothesis and the authors argue that opportunities to informally interact and socialize may be more influential on students’ attitudes than the formal aspects of IPE programs, and that models of cognitive representation that emphasis more personalization (as opposed to differentiation) may be more effective tools in examining how intergroup contact within IPE affects students’ stereotypes. Measureable Learning Objectives: a.) Provide a better understanding of the Contact Hypothesis and models of cognitive representations, and how these approaches can be utilized effectively in IPE research, b.) Provide an example of effective and efficient mixed-methods research in evaluating IPE programs, and c.) Provide tools (both methodological and theoretical) to better assess IPE outcomes

Examining Health Mentor Perceptions of Student Teamwork

Purpose: To evaluate how community lay teachers, or Health Mentors (HMs), perceive student teams over time by using the Jefferson Teamwork Observation Guide (JTOG), a survey based upon interprofessional education (IPE) core competencies. Background: Our academic health center offers a unique, two-year program emphasizing delivery of patient-centered care and IPE core competency skill development by pairing interprofessional student teams with a HM. The HM is an adult community volunteer with one or more chronic health condition(s). Student teams include representatives from couple and family therapy, medicine, nursing, occupational therapy, pharmacy, physical therapy, and physician assistant. Description of Intervention or Program: HMs were invited to complete the JTOG survey in Spring 2015 and again in Fall 2015. This survey asked them to evaluate their student team members’ ability to work together based on IPE core competencies and solicited information from the HM about participating in the program. Student demonstration and attainment of IPE core competencies were evaluated using a Likert scale. Open-ended comment sections were included for the HM to describe specific observations or examples. Results: A total of 50.4% of HMs completed the surveys for both semesters. There was a significant difference in knowledge gained by the HM pertaining to wellness from Spring 2015 to Fall 2015, t=-2.463 (df=54), p=0.017, d=0.27. There was also a significant negative correlation between worse health and neutral HM comments during the Spring of 2015, ρ=-0.410 (n=36), p=0.13. Conclusion: Results were compiled and analyzed to evaluate HM perceptions of team functioning, including student engagement, friendly interaction, and respect for the HM. There were small changes between the Fall and Spring responses; most were not statistically significant. The HMs learned more about wellness and caring for themselves through this program. Relevance to interprofessional education or practice: Results will be used as feedback to better educate students and identify areas for improvement in this interprofessional program. Learning objectives: 1. Describe methods of evaluating teamwork among interprofessional students in the HM program. 2. Apply strategies to engage HMs as partners in developing and improving new models of interprofessional education and care

Leading an Interprofessional Geriatric Clinical Skills Fair: A Train the Trainer Seminar

Objectives • Practice teaching skills related to interprofessional education (IPE) and geriatric competencies • Formulate an Action Plan and prepare to introduce an Interprofessional Geriatric Clinical Skills Fair at their own institutions • Recognize essential elements of a measurement tool that evaluates the effectiveness of an Interprofessional Geriatric Clinical Skills Fai

Introducing Interprofessional Education (IPE) Grand Rounds: Lessons from a New Student-led IPE Initiative

Learning Objectives • Describe 2-3 benefits for enhancing student exposure to real world collaborative practice teams • Develop an action plan for starting an IPE Interest Group at your institution • Describe 3 practical tips for implementing an IPE Grand Round

A 360 Degree View of the Jefferson Health Mentors Program: Students, Administrator and Faculty Weigh in on Seven Years of Interprofessional Education

Learning Objectives •List three strategies for successful implementation of an Interprofessional Education (IPE) curriculum •Develop a roadmap for starting, expanding or evaluating an existing IPE program •Discuss challenges and shared lessons learned with CQI in implementing IPE with a panel hosted by HMP students, administrator and facult

Advocacy Projects in Interprofessional Education: Update on the Jefferson Health Mentors Program

Background Patient advocacy, essential to optimal team-based care, is included in the accreditation standards for many professions. Advocacy is an ideal vehicle for interprofessional education. Implemented since 2007, the Jefferson Health Mentors Program (HMP) is a required longitudinal program for first and second-year students from: Couple and Family Therapy Human Genetics and Genetic Counseling Medical Laboratory Science Medicine Nursing Occupational Therapy Pharmacy Physical Therapy Physician Assistant Studies Student teams complete 3 modules over 18 months in partnership with a Health Mentor, a community volunteer with one or more chronic conditions.https://jdc.jefferson.edu/jcipeposters/1003/thumbnail.jp